首頁資訊 Unit 1 What's the matter?單元整體教學設計（表格式教案）

Unit 1 What's the matter?單元整體教學設計（表格式教案）

來源：泰然健康網時間：2025年04月14日 04:27

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初中英語人教版八年級下冊單元教學設計
單元名稱 Unit1 What’s the matter
指導思想根據英語課程標準要求。教師應激發(fā)學生的學習積極性，培養(yǎng)學生的自信心，本著以學生為中心，教師為主導的原則，為學生充分提供練習英語的機會，著重培養(yǎng)學生的自主學習能力。
單元教學內容分析本單元以“What’s the matter ”為話題展開教學活動。首先通過學生實體來學習身體部位名詞的單詞，以及如何表達不同的疾病，引導學生關注自己及身邊入的身體健康。然后教學根據他人的種種不適提出建議并使學生意識到要如何去保持健康，養(yǎng)成良好的生活習慣。通過應用本單元的句型“What’s the matter I have a…You should/shouldn’t…”及本單元的聽力訓練，各種方式的口語交際活動，使學生積極參與活動，從而培養(yǎng)學生的綜合語言應用能力。
單元學習目標 1.語言目標：描述健康問題的詞匯，及如何根據別人的健康問題提建議。 2.技能目標：能聽懂談論健康問題的對話材料；能根據別人的健康問題提建議；能寫出重點單詞，重點句型,并能描述怎樣對待健康問題。 3.情感目標：通過開展扮演病人等活動，培養(yǎng)學生關心他人身體健康的品質。同時培養(yǎng)學生處理緊急事件的基本能力，樹立緊急事件時互相幫助的精神。
單元課時分配 Section A1(1a-2d) Section A2(3a-3c) Section A3 Grammar Focus-4c Section B1 (1a-2e) Section B2 (3a-Self check)
單元學習評價
六、第一課時教學設計
單課時文本分析在學習了身體各部分單詞的基礎上，要求學生學會談論自己及他人的健康狀況，了解基本的醫(yī)學常識，懂得常見病的基本處理方式，并能針對健康問題提出自己的建議。有利于提高青少年了解常見的基本衛(wèi)生知識，促使他們養(yǎng)成良好的衛(wèi)生習慣，增強自我保護和防范能力。本課的核心語言項目是 “Ask and answer about health”。學會用 “What’s the matter ” 來詢問他人身體狀況。通過教師豐富的肢體語言和繃帶的使用讓學生了解本課的教學重點-疾病的表達方式，從視覺上激起了學生的好奇心和求知欲。通過結對練習，游戲和角色扮演等多種任務的訓練鞏固所學的基礎語言材料：I have a … You should/shouldn’t…
學情分析本課通過表述身體的各種不適和談論個人健康問題，使學生學會關心自身及他人身體健康并且能提出一些建議，同時讓學生了解“a healthy lifestyle”
的重要性。但是由于學生年齡和生活經驗的限制，在談論如何給合適的建議時，會遇到一定的困難。因此，在教學過程中，利用圖片、肢體語言，給予學生直觀的感受，并靈活運用繃帶和白大褂等教具，創(chuàng)設真實的情境。除此之外，教師要給學生適時而恰當的鼓勵。學生在課堂上的發(fā)言，教師都要盡力加以表揚，鼓勵，多運用積極的鼓勵性語言，如“Believe yourself !”,“Good”, “Well done!”等。對于學生在口語練習中出現的錯誤，不必有錯就糾，有錯必糾，使學生產生“躍躍欲試”的沖動, 享受成功的喜悅。
課時學習目標知識目標：（1）熟練掌握詞匯及短語：matter, back, sore, throat, stomachache, foot, neck, stomach, fever, lie, rest, cough, X-ray, have a toothache, have a cold, lie down, take one’s temperature, go to a doctor… (2)能用以下句型進行交際;What’s the matter I have a stomachache. What should I do You should lie down and rest. 技能目標：結合聽說訓練的學習活動，掌握身體部位和健康疾患的詢問和表示方法，并給出簡單意見。情感目標：引導學生關注自己及身邊人的身體健康，學習如何關心他人及適當提出建議并意識到如何去保持健康并養(yǎng)成良好的生活習慣。
教學重難點重點：①疾病的詢問和表達；②熟練運用should/shouldn’t提出健康建議。難點：學會談論健康問題并給出恰當的建議
課時教學反思：
活動設計 Step 1 Warming up and new words 1.Look at a picture and learn the parts of the body. 2. New words and phrases. Step 2 Presentation 1a Look at the picture. Write the correctletter [a-m] for each part of the body. ___arm ___ back ___ ear ___ eye ___ foot ___hand ___ head ___ leg ___ mouth ___neck ___nose ___ stomach ___ tooth Step 3 Listening 1b Listen and look at the picture. Then number the names 1-5
Listen to the conversations again and fill in the blanks. Conversation 1 Nurse: What’s the matter, Sarah Girl: I ___________. Conversation 2 Nurse: What’s the matter, David Boy: I _________________. Conversation 3 Nurse: What’s the matter, Ben Boy: I _________________. Conversation 4 Nurse: What’s the matter, Nancy Girl: I_________________. Conversation 5 Betty: What’s the matter, Judy
Ann: She__________________. Step 4 Speaking 1cLook at the pictures. What are the students’ problems Make conversations. Examples A: What’s the matter with Judy B: She talked too much yesterday anddidn’t drink enough water. She has a very sore throat now. A: What’s the matter with Sarah B: She didn’t take care of herself on theweekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has a cold. Step 5 Guessing games Guesswhat has happened to the students by using the important sentences. Step 6 Listening 2a Listen and number the pictures [1-5] in the orderyou hear them. 2b Listen again. Match the problems with the advice. Step 7 Speaking 2c Make conversations using the informationin 2a and 2b A: What’s the matter B: My head feels very hot. A: Maybe you have a fever. B: What should I do A: You should take your temperature. Step 8 Role–play Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students. 2d Role –play the conversation
Step 9 Language points and summary 1. What’s the matter
這是人們特別是醫(yī)生和護士詢問病人病情時最常用的問句, 意思是“怎么了 ”其后通常與介詞with連用。類似的問句還有: What’s wrong 怎么啦 What’s wrong with you 你怎么了 What’s your trouble 你怎么了 What’s the trouble with you 你怎么了 What’s up 你怎么了 have a cold 傷風, 感冒, 是固定詞組。表示身體不適的常用詞組還有: have a bad cold 重感冒 have a fever 發(fā)燒 have a headache 頭痛 have a stomachache 肚子痛, 胃痛 have a toothache 牙痛 Summary 1. 牙疼 have a toothache 2. 胃疼 have a stomachache 3. 背疼 have a backache 4. 頭疼 have a headache 5. 喉嚨疼 have a sore throat 6. 發(fā)燒 have a fever 7. 感冒 have a cold 8. 躺下并且休息 lie down and rest 9. 喝熱蜂蜜茶 drink hot tea with honey 10. 喝大量水 drink lots of water 11. 看牙醫(yī) see a dentist 12. 量體溫 take one’s temperature 13. 看醫(yī)生 go to a doctor Step 10 Exercises 根據上下文意思填空。 Mandy: Lisa, are you OK Lisa: I _____ a headacheand I can’t move my neck. What ______ I do Should I _____ my temperature Mandy: No, it doesn’tsound like you have a fever. What _____ you do on the weekend Lisa: I played computer_____ all weekend. Mandy: That’s probablywhy. You need to take breaks _____ from the computer.
Lisa: Yeah, I think I satin the _____ way for too long without moving. Mandy: I think you should ____ down and rest. Ifyour head and neck still hurt tomorrow, then go to a _______. Lisa: OK. Thanks, Mandy. 翻譯下列句子。 1. 你怎么了？我頭痛。 2. 他怎么了？他發(fā)燒
3. 李明怎么了？他喉嚨痛。他應該多喝水。 4. 如果你的頭和脖子明天仍然疼的話，請去看醫(yī)生。 Homework Make up a conversation between a doctor anda patient.
板書設計 matter
what’s the matter
Stomacha-che
headache
sore
I have a headache
I have a stomacha-che
I have a toothache
I have a sore neck
I have a sore arm
I have a sore leg
cold
I have a cold
I have a fever
第二課時教學設計
單課時文本分析
對于像本篇故事性強的這類文章，閱讀中關注情節(jié)發(fā)展思維先后順序可以有效地促進學生對文章地理解。
2.學情分析利用“Time line”啟發(fā)學生逐步意識到理清事件的先后順序有助于理解課文
3.課時學習目標旨在訓練、發(fā)展學生的閱讀能力。對于像本篇故事性強的這類文章，閱讀中關注情節(jié)發(fā)展思維先后順序可以有效地促進學生對文章地理解。
教學重難點能運用閱讀策略完成閱讀; 能運用本課時重點短語造句
課時教學反思：
6.活動設計 Step 1: 掃讀課文，完成簡單的問答活動。目的是讓學生整體感知課文內容，讓學生通過對標題和插圖的討論來深化課文學習。 Step 2: 繪制時間線。在學生對課文形成初步期待后，要求學生瀏覽課文，通過協作，理清故事脈絡。 Step 3: 細節(jié)判斷題。時間軸呈現后，讓學生再次細讀課文，選出具體情節(jié)。目的是訓練學生細節(jié)信息的掌握，深化課文學習。 Step 4: 小組合作回答3c問題。糾正學生理解上的偏差 Step 5: 根據文章內容填空。達成知識的運用，反饋學習效果
Step 6: 重點知識點的講解。根據板書復述文章內容，以達成知識的運用。 Step 7: 布置作業(yè)并進行情感升華。
7.板書設計 Unit1 What's the matter (Section A 3a-3c)
Time: At 9:00 a.m. yesterday.
Place: At the side of Zhongshan Road.
Characters: Yang Ping, the man who had a heart problem, the woman next to, the passengers
Cause: A man had a heart problem and the woman next to him shouted for help.
Procedures: Wang Ping stopped the bus and found out what happened , then carried the man onto
the bus with the help of some passengers.
Result: The man was saved in time. The driver and the passengers were praised.
第三課時教學設計
1.單課時文本分析這部分主要是就醫(yī)句型，反身代詞和情態(tài)動詞should表達建議的句型
2.學情分析學生已經對疾病及相應建議較為熟悉，但有些語法細節(jié)需要注意。
課時學習目標 1.聽懂并掌握下列詞匯:
bandage, press, sick, knee, nosebleed
2.能聽懂與疾病或事故相對應的處理方式的對話。
3.能談論健康問題與事故，并就健康與安全問題提出簡單的建議。
4.了解一些意外事故的處理方法，學會如何應對意外事故。
5.正確運用就醫(yī)句型，反身代詞和情態(tài)動詞should表達建議的句型。
教學重難點重點:1.核心詞匯及常用表達。
2.能談論健康問題與事故，并就健康與安全問題提出簡單的建議。難點:正確運用就醫(yī)句型，反身代詞和情態(tài)動詞should表達建議的句型。
6.課時教學反思：
7.活動設計 Step1 Preparation 課前3分鐘朗讀課本第3頁3a.
Review the story “Bus driver and passengers
save an old man” by answering the teacher's
準備
questions or trying to retell the story.
1. When and where did the story happen
2. Can you tell me the bus driver 's name and
age
3. What's the matter with the old man
4. Should the old man go to the hospital right
away 5. What did Mr. Wang do
(stoped .. got off and ask...; knew..; told the
passenger...; expected most or all of the
passengers....)
6. Did all of the passengers agree to go with
Mr. Wang
7. Did the doctors save the old man in time
8. What should we learn from Mr. Wang
Step2 Presentation Learning tasks“示標定向”
(1)學習并掌握新詞匯: herself， fall down
ation
(2)能正確使用語法要點中的句型。
2. Leading-in"導入新課”
利用課件出示圖片，呈現對話。
1) What's the matter I have a stomachache.
You shouldn't eat so much next time.
2) What's the matter with Ben He hurt himself.
He has a sore back. He should lie down and rest.
3) Do you have a fever Yes, I do. / No, I don't./
I don't know.
4) Does he have a toothache Yes, he does./
He should see a dentist and get an X-ray.
5) Should I put some medicine on it Yes, you
should./ No, you shouldn't. Step 3 Practice
1.機械操練(Mechanical Drills)
Ask and answer the conversations in pairs according to the pictures.
2.有意義操練(Meaningful Drills) 4a
Group work:
(1) Fill in the blanks.
(2) Check the answers.
(3) Practice the conversations in pairs.
3.交際性操練(Communicative Drills)4b
(1) Circle the best advice for these health
problems.
(2)Then ask your own advice.
(3) Share their answers. Step 4
Activity 4c:
1. Practice the conversations in groups.
A: What's the matter Did you hurt yourself
playing soccer
B: No, I didn't.
C: Did you fall down
5) Should I put some medicine on it Yes, you
should. / No, you shouldn't. B: Yes, I did.
D: You should go home and get some rest.
2. One student mimes a problem. The other students in your group guess the problem and give advice. NameProblemAdvice
Step 5 Examination 1.引導學生小結梳理知識框架、規(guī)律、方法，并對合作小組當堂學習情況進行總結評價，鞏固學生所獲得的語言知識和經驗，讓學生在評價中反思，在反思中進步。
Ask one of the students to say what they have learnt.
1 ) words
2) phrases
3) sentences
2.當堂檢測:教師要隨堂進行評價，批改可以由學習小組內互批、組間互批、集體訂正等方法,批閱后教師要統(tǒng)計達標情況，收集反饋信息，當堂矯正補救。
Step 6. Assignment 1. 口頭作業(yè):讀課本，編對話，背筆記。
2.書面作業(yè): Finish off the exercises. Preview section B 1a-1d.
8.板書設計 Unit 1 What's the matter Section A Grammar focus- 4c
九、第四課時教學設計
1.單課時文本分析本部分主要講關于Aron Ralston 在逆境中成功拯救自己的故事，教育學生樹立頑強的意志品質和果敢獨立的精神,熱愛生活，珍惜生命。
2.學情分析學生已初步掌握本單元核心，在此基礎上可以加以延伸擴展
3.課時學習目標知識目標：讀:能連貫、流暢地朗讀2b,并從中獲取有關信息，理解大意。
能運用本單元的目標語言寫一-篇談論某- -種病痛的特征和提供合理建議的短文。
語音:能熟練地朗讀2b中篇章，做到語音語調基本正確，自然，流暢, 并努力模仿錄音中的語音語調。
詞匯: 1.理解: bandage; nosebleed; sunburned; be in control of
2.熟練運用: be used to; cut of mean; death; give up; sick; run out。 |語法: 能夠正確使用情態(tài)動詞should shouldn't對健康問題進行書面答復
功能:通過閱讀有關篇章來獲取基本信息，理解大意，進一步運用情態(tài)動詞should/shouldn't書寫小短文。
情感目標：教育學生樹立頑強的意志品質和果敢獨立的精神,熱愛生活，珍惜生命，
4教學重難點重點：能夠表達事故相對應的處理方式。并能利用閱讀策略回答問題。難點：學生能夠正確運用閱讀策略進行閱讀。
5.課時教學反思：
6.活動設計 Step1 Greeting& Leading in Teacher guide the Ss to revise the old target language with pictures. A: What's the matter with… B: He /she… A: He /she should… T: Make a conversation at once with your good friend. T: Look at the picture of 1a. What happened What should he/she do Teach the new words and phrases. Step 2 practice Before listening, get Ss to read the problems in the form, then listen and check the problems in 1b. Step 3 listening Get Ss read 1c and make sure the listening Ss understand the meaning of phrases. Listen again, do 1c. 1d Practice in two, make conversation between the nurse and the teacher. If possible, write down in 3b. Step 3 reading
T: Do you like climbing mountains Did any accidents happen during your climbing What did you do to overcome it T: Do you know Aron Ralston Do you know the story of him Fast reading: Read the passage and underline the words you don't know. Then look up the words in a dictionary and write down their meanings. Read quickly, do 2c. Carefully reading, and do 2d. Get the Ss to read loudly by questions and find out some key words and phrases in the passage. Get Ss to read loudly together and then give some grammar analysis, do 2e. Step 8 Homework| 1 Remember the new words. Practice reading 2b.
7.板書設計 Unit1 What’s the matter
Section B 1a-2e
The things you should do if you have a cold:
(1) drink more hot water
(2) be used to doing
cut off
give up run out
十、第五課時教學設計
1.單課時文本分析在話題上本部分是對Section B部分的延續(xù)和承接，本節(jié)課，you should/you shouldn’t結構應該在上節(jié)課的基礎上達到熟練運用。同時，本節(jié)課也是對本單元所有知識的綜合運用。在本節(jié)課學生明確了如何根據給出的情景、提示，運用委婉禮貌的語氣對問題表示自己的看法，然后提出自己的建議和意見。
2.學情分析預測本節(jié)課學生可能僅僅會簡單的用you should /you shouldn’t 簡單的羅列，因此在教授過程中讓學生討論生成多種句型結構。
3.課時學習目標 1. 在前邊四個課時學習的基礎上進一步落實，幫助學生明確給出建議時, 需要用到y(tǒng)ou should/ you shouldn’t。 2. 能夠綜合運用所學知識來為他人給出建議，形成文本。
3. 通過為他人給出建議來達到熟練運用所學知識的目的。
4.教學重難點重點：①疾病的詢問和表達；②熟練運用should/shouldn’t提出健康建議。難點：學會談論健康問題并給出恰當的建議
5.課時教學反思：
6.活動設計 Step 1: Warm up& Lead in 1.Show some pictures about health problems (4 students will do）既是對先前內容的復習回顧，又能做到從學生的已知出發(fā)。 2. think about what advice should be given (work in groups). Describe the health problems in the pictures. Write down some sentences. 每一組選一幅圖片，將討論結果在講臺上展示，為寫作熱身。 Step 2: Presentation T：Today, we are going to write a letter to our friends. 1.look at the four pictures on the screen .Answer the questions: 要求學生分小組討論 2.Collection A. What should we write B. What expressions and sentence can we use C. How can we organize the necessary information and ideas we want to write (work in groups) Show their answers 過程的任務是拓寬思路，集思廣益，討論并交流如何表達以及用哪些詞組和句型，應用什么時態(tài)。收集并整理學生所用詞匯、短語，句式多樣化。由學生課上生成多樣化句式。 Step 3: Activities T: Write down your outline on your exercise book. Write down the outline on the exercise book and show to other students. 體現邏輯關系,不同學生生成不同資源，教師適時點評，將課堂還給學生。 Step 4: Writing T: Choose 4 students to write on the blackboard. Other students write down on the exercise book. 1.Work in groups, different students, different tasks. No.1 and No.2 writes in different sentences. No. 3and No.4 just use what we have learnt in this unit.
2.Presentation. 小組合作，群策群力。不同的層次不同的任務， Step 5: Homework: Write down your advice to your friends who have had illness. Make a survey about the students’ about the illness they have had and give the advice to them in your group.
板書設計 Show opinions: I’m sorry to hear that you are not feeling well. Give advice. I think you should/ you had better Take some medicing…. As for diet, it’s best to do … You shouldn’t…… Sum up: Keep exercising and I think you will be healthier.